“The” Idea of a University Defined and Illustrated: I. In Nine Discourses Delivered to the Catholics of Dublin ; II. In Occasional Lectures and Essays Addressed to the Members of the Catholic University |
Other editions - View all
Common terms and phrases
able argument Aristotle authority beauty called Catholic Catholicism character Christianity Church Cicero civilization classical comparative anatomy composition consider contemplation course cultivation Demosthenes deny Discourse divine doctrine duty earth English exercise fact faculty faith feelings genius Gentlemen gifts give Greece hand Holy human idea instance intellect Ireland judgment knowledge language Latin learning least lectures Liberal Education literature matter means ment mind moral nations Natural Theology nature never object once opinion palæstra particular Persia persons philosophy Physical Science Pindar Plato political Political Economy preacher principles profession Protestant Protestantism pursuit question racter reason Religion religious Revelation scientific Scripture secular sense sermons simply society speak studies subject-matter suppose sure taste teaching Theology things thought Thucydides tion true truth University University of Oxford Virgil virtue whole words write Xenophon
Popular passages
Page 138 - the intellect, which has been disciplined to the perfection of its powers, which knows, and thinks while it knows, which has learned to leaven the dense mass of facts and events with the elastic force ^ of reason, such an intellect cannot be partial, cannot be ! exclusive, cannot be impetuous, cannot be at a loss, cannot \ but be patient,
Page 134 - of what we receive, into the substance of our previous state of thought ; and without this no enlargement is said to follow. There is no enlargement, unless ; there be a comparison of ideas one with another, as they come before the mind, and a systematizing of them.
Page 159 - for a trade, wherein he, having no use of Latin, fails not to forget that little which he brought from school, and which 'tis ten to one he abhors for the ill-usage it procured him ? Could it be believed, unless we have every where amongst us examples of it, that a child should be forced to learn the rudiments of
Page 160 - and if every attainment had been honoured in the mixt ratio of its difficulty and utility, the system of such a University would have been much more valuable, but the splendour of its name something less." -> Utility may be made the end of education, in two respects : either as regards the individual educated, or
Page 138 - which no culture can teach, at which no Institution can aim ; here, on the contrary, we are concerned, not with mere nature, but with training and ; teaching. / That perfection of the Intellect, which is the result of Education,! and its beau ideal, to be imparted ' to individuals in their
Page 135 - they may be versed in statistics ; they are most useful in their own place ; I should shrink from speaking disrespectfully of them ; still, there is nothing in such attainments to guarantee the absence of narrowness of mind. If they are nothing more than well-read men, or men of information, they have not what specially deserves the name
Page 86 - things ; but happy is that people whose God is the Lord : "—while on the other hand it says with equal distinctness, " If any will not work, neither let him eat;" and, "If any man have not care of his own, and especially of those of his house, he hath denied the faith,
Page 146 - hollow profession of Christianity, and a heathen code of ethics,—I say, at least they can boast of a succession of heroes and statesmen, of literary men and philosophers, of men conspicuous for great natural virtues, for habits of business, for knowledge of life, for practical judgment, for cultivated tastes, for accomplishments, who have
Page 136 - in a passive, otiose, unfruitful way, the various facts which are forced upon them there. Seafaring men, for example, range from one end of the earth to the other ; but the multiplicity of external objects, which they have encountered, forms no symmetrical and consistent picture upon their imagination
Page ix - rather than the advancement. If its object were scientific and philosophical discovery, I do not see why a University should have students ; if religious training, I do not see how it can be the seat of literature and science. Such is a University in its essence, and independently